Achievement

Implication of Teaching English Language and Literature as Two Separate Subjects in Senior Secondary schools in Nigeria

Leave a Comment / Vol 4, Issue 1 /

Authors: Modesta Ifeoma Mbah (National Teachers’ Institute, Nigeria), Umar Sabo (National Teachers’ Institute, Nigeria), Patrick Kaluchi (National Teachers’ Institute, Nigeria) and Yusuf Umar (Federal College of Education, Nigeria) Abstract: This study sought to establish the implication of teaching English Language and Literature as two separate subjects in Senior Secondary schools in Nigeria using the descriptive […]

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Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda

Leave a Comment / Vol 3, Issue 5 /

Authors: Cissy Nazziwa (University of Rwanda), Jean Uwamahoro (University of Rwanda), Robert Wakumire (University of Rwanda) Abstract: This study aimed to assess the impact of Inquiry-Based Learning using the 5E model on teacher’s practices and students’ achievement in Force and Motion in Secondary Schools in Jinja District. The study employed a quantitative research method and

Impact of Inquiry-Based Learning Using the 5E Model on Teachers’ Practices and Learners’ Achievement in Force and Motion in Secondary Schools of Jinja District, Uganda Read More »

Effect of Cooperative Learning on Students’ Achievements in Literature in English Subject: A Case of Dodoma City, Tanzania

6 Comments / Vol 1, Issue 3 /

Authors: Anagrolia Faustino and Dr. Mussa S. Muneja (University of Arusha, Tanzania) Abstract: The study sought to establish effectiveness of Cooperative Learning in Literature in English Subject among government Secondary Schools in Dodoma City, Tanzania. Through survey research design, questionnaires were distributed to 160 students who took the Literature in English subject but the respondent

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